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SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE
CLASSROOM INSTRUCTION: LESSONS FROM HIGH-PERFORMING, HIGH-POVERTY
URBAN SCHOOLS
by
Qiana L. Jackson-Newman
______________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Qiana L. Jackson-Newman

High poverty urban schools with a large population of students of color have traditionally been associated with low student achievement. However, research has shown that there are certain structures and systems implemented at schools that can increase the student performance for students of color. This research has led to a qualitative case study of high poverty, high performing urban schools.; The purpose of this study was to identify the organizational structures and systems implemented at high performing, high poverty urban school with a large concentration of students of color. Additionally, the research sought to find out how leadership affected the implementation of the structures and systems at the school site. A case study of a K-8 urban school in Southern California, focused on four research questions: (1) What are the trends and patterns of performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high poverty urban schools with large concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide classroom instruction that promoted student learning? (4) How is the construct of race reflected in the school's structures and systems?; The school studied provided insight into the organization's structures and systems that led to high academic performance among students of color. Standard based instruction was the structure identified to foster effective instructional practices. The systems that promoted student learning were the international baccalaureate program, teacher collaboration, monitoring of student progress through data and assessment, student engagement and goal setting.

SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE
CLASSROOM INSTRUCTION: LESSONS FROM HIGH-PERFORMING, HIGH-POVERTY
URBAN SCHOOLS
by
Qiana L. Jackson-Newman
______________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Qiana L. Jackson-Newman